與上個世紀末相比，在二十一世紀末的今日，當代社會已經有了完全不一樣的樣貌。尤其是在社會動態的變遷與個人多性樣的生涯抉擇，最明顯的斷裂與變化應該是由青少年進入青年，再進入至成年的階段。能否經濟獨立？對未來是否有明確方向？是否足以成為「大人」？能夠有肩膀的擔當未來？諸多未知且關鍵的問題，是在座各位，也就是你們各位大學生們，應該要「意識」到的情況。
面對上述提問，其實現代社會已經幫我們安排好諸多路徑，其中，教育是一條已經被完整制度化的社會通道。包括：教育如何影響我們的選擇、教育如何塑造國家所需要的人才、教育讓我們可以適應社會，不被社會所淘汰等。它包括了許多支持、限制或阻礙的論述。而我們如何回應這些問題，將會是一個挑戰。特別是當許多問題的解答漸漸失落於大學教育之中。大學，何以成為大學？這個問題，也是許多學者選擇忽視、不去面對的困境。也正因為如此，教育部與諸多學校，還透過諸多計畫規劃了所謂的「大學社會責任，USR」等相關課程。足以見之，教育對目前的時代而言，是個關鍵議題，是個關鍵的工具。
Compared with the end of the last century, today, at the end of the 21st century, contemporary society has a completely different look. Especially in the dynamic changes of society and the diverse life choices of individuals, the most obvious break and change should be the stage from adolescence to youth, and then to adulthood. Can you become financially independent? Is there a clear direction for the future? Is it enough to become an "adult"? Do you have the shoulders to shoulder the responsibility for the future? There are many unknown and critical issues that everyone here, that is, you college students, should be "aware" of.
Faced with the above questions, in fact, modern society has arranged many paths for us, among which education is a social channel that has been completely institutionalized. Including: how education affects our choices, how education shapes the talents needed by the country, and how education allows us to adapt to society and not be eliminated by society, etc. It includes many supporting, limiting or hindering statements. How we respond to these issues will be a challenge. Especially when the answers to many questions are gradually lost in university education. University, why does it become a university? This issue is also a dilemma that many scholars choose to ignore and not face. Because of this, the Ministry of Education and many schools have also planned related courses such as the so-called "University Social Responsibility, USR" through many projects. It is enough to see that education is a key issue and a key tool in the current era.
1. 陳俊宏 (2016) 平等或適足？兩種教育正義觀的比較。《人文及社會科學集刊》第二十八卷第三期（105/9）, pp. 1–99。
2. 山田昌弘 (2018) 《失控的逐底社會：單身很自由，自己賺自己花；但與父母同住的賴家單身族，恐將淪為社會最底層》。黃雅慧(譯)。大是文化。
3. Harris, Malcom (2017) Kids These Days: Human Capital and the Making of Millennials. Little, Brown and Company. 朱珊慧、曾建盛(譯) 2019，《高學歷的背債世代》，高寶出版。
4. Mark Bray (2003) The Shadow education system: private tutoring and its implications for planners. UNESCO. 楊慧娟、于洪姣、楊振軍、宋洪珍(譯) 2008，《補習教育與私人教育成本》，北京師範。
5. 林宗弘、洪敬舒、李健鴻、王兆慶、張烽益 (2011) 崩世代：財團化、貧窮化與少子女化的危機。台灣勞工陣線。
1. Chen Junhong (2016) Equality or Adequacy? A comparison of two concepts of educational justice. "Humanities and Social Sciences" Volume 28 Issue 3 (105/9), pp. 1-99.
2. Yamada Masahiro (2018) "Out-of-control Chasing the Bottom Society: Being single is very free and you can earn and spend your own money; but the single Lai family living with their parents may be reduced to the bottom of society." Huang Yahui (translated). Big is culture.
3. Harris, Malcom (2017) Kids These Days: Human Capital and the Making of Millennials. Little, Brown and Company. Zhu Shanhui and Zeng Jiansheng (translated) 2019, "The Highly Educated and Debt-Indebted Generation", KBA Publishing.
4. Mark Bray (2003) The Shadow education system: private tutoring and its implications for planners. UNESCO. Yang Huijuan, Yu Hongjiao, Yang Zhenjun, Song Hongzhen (translated) 2008, "Tutoring Education and Private Education Costs", Beijing Normal University.
5. Lin Zonghong, Hong Jingshu, Li Jianhong, Wang Zhaoqing, Zhang Fengyi (2011) The collapse of the generation: the crisis of conglomeration, poverty and teenage feminization. Taiwan Labor Front.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
10 | 課程將不定時、隨機點名，點名未到以曠課視之。 |
| 讀書報告讀書報告 book report |
60 | 整學期共3次閱讀心得報告，同學需於老師指定的時間前繳交，相關格式與內容於上課時公佈。 |
| 分組報告分組報告 Group report |
10 | 每週需要有同學輪流上台分享閱讀報告，其他組則需要共同討論、提問。 |
| 電影心得電影心得 Movie experience |
10 | 觀賞電影，解析背後青年面臨的困境與教育問題反省。 |
